Child development最新文献_第5页

Children's social and emotional development in the shadow of a pandemic: A prospective, quasi-experimental study. 大流行阴影下儿童的社会和情感发展：一项前瞻性、准实验研究

IF 3.6 1区心理学

Child development Pub Date : 2026-08-29 DOI: 10.1093/chidev/aacag145

Zhi Li, Melissa L Sturge-Apple, Leena Twal, Elisa R de la Fuente, Patrick T Davies

引用次数: 0

Reading achievement among under-resourced K-2 students before, during, and after COVID-19 educational disruptions. 在COVID-19教育中断之前、期间和之后，资源不足的K-2学生的阅读成绩。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-29 DOI: 10.1093/chidev/aacag146

Alyssa R Palmer, Patricia Tan, Hilary J Aralis, Naomi C Edwards, Sheryl H Kataoka, Alison Wood, Janet Hwang, Roya Ijadi-Maghsoodi

引用次数: 0

High school coping patterns and emerging adult mental health across COVID-19: A latent profile transition analysis. 2019冠状病毒病中学生应对模式和新出现的成人心理健康：潜在特征转换分析

IF 3.6 1区心理学

Child development Pub Date : 2026-08-29 DOI: 10.1093/chidev/aacag143

Marika Sigal, Yawei Huang, Michael A Medina, Amy Bellmore, Melissa R Witkow, Adrienne Nishina

{"title":"High school coping patterns and emerging adult mental health across COVID-19: A latent profile transition analysis.","authors":"Marika Sigal, Yawei Huang, Michael A Medina, Amy Bellmore, Melissa R Witkow, Adrienne Nishina","doi":"10.1093/chidev/aacag143","DOIUrl":"10.1093/chidev/aacag143","url":null,"abstract":"Using latent profile transition analysis, this study identified patterns and developmental changes in adolescents' coping across high school prior to COVID-19 and examined whether pre-pandemic coping differentiated depressive symptom trajectories across the pandemic years as youth transitioned into emerging adulthood. Participants were a diverse cohort (N = 940; 51% female; 34% White, 26% Latinx, 15% Multi-racial and multi-ethnic) assessed annually in Grades 9-12 on 5 coping indicators (internalizing, externalizing, social support seeking, problem solving, and avoidance). Distinct coping profiles reflected relatively approach-oriented coping (Balanced; Regulated Approach) and more avoidant or reactive coping (Reactive Approach; Self-Directed). A low-engagement, self-directed profile emerged in Grade 9 and, by Grade 10, differentiated into Balanced or Self-Directed patterns. Profile transitions were most evident early in high school and became stabilized thereafter. With this later stability, Grade 12 coping patterns differentiated depressive symptom trajectories across the COVID-19 pandemic (2021-2023). Specifically, Balanced and Regulated Approach (i.e., approach-oriented) profiles had fewer depressive symptoms, whereas Reactive Approach and Self-Directed (i.e., avoidant, reactive) profiles had more depressive symptoms. Findings highlight both continuity and early reorganization in coping across adolescence and show that coping -pathways foreshadowed depressive symptom trajectories during the pandemic as youth transitioned into emerging adulthood.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"1533-1547"},"PeriodicalIF":3.6,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148788904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Culturally relevant school support profiles are associated with academic achievement trajectories post-COVID dual pandemic onset. 与文化相关的学校支持概况与新冠肺炎双大流行爆发后的学业成就轨迹有关。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-29 DOI: 10.1093/chidev/aacag158

Maciel M Hernández, Kristia A Wantchekon, Olga Kornienko, Caroline Toth, Esther Burson, Valeria C Gutierrez, Priscila Gámez Hernández, Norma J Perez-Brena, M Dalal Safa, Alejandro Martinez, Faheemah N Mustafaa, Thao Ha

{"title":"Culturally relevant school support profiles are associated with academic achievement trajectories post-COVID dual pandemic onset.","authors":"Maciel M Hernández, Kristia A Wantchekon, Olga Kornienko, Caroline Toth, Esther Burson, Valeria C Gutierrez, Priscila Gámez Hernández, Norma J Perez-Brena, M Dalal Safa, Alejandro Martinez, Faheemah N Mustafaa, Thao Ha","doi":"10.1093/chidev/aacag158","DOIUrl":"10.1093/chidev/aacag158","url":null,"abstract":"The COVID-19 pandemic and the 2020 racial awakening posed challenges to adolescents' academic functioning. Culturally relevant school supports are one potential source of resilience in the dual pandemic. This study examined whether heterogeneous culturally relevant school support profiles buffered declining grade point average (GPA) trajectories from 2019 to 2021 among sixth- and ninth-grade students in the U.S. Southwest (N = 717; Mage = 13.7; 49.9% girls; 31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 11.1% Black/African American, Asian American, American Indian, or AMENA). Ninth-grade students experiencing high general, moderate cultural, & critical support or low general, devoid cultural, & critical support had significantly better GPA trajectories than those experiencing moderate general & cultural, devoid critical support. Among sixth-grade students, no differences emerged. Discussion of these complex patterns focuses on implications for academic resilience after the dual pandemic.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"1638-1653"},"PeriodicalIF":3.6,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148721575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early learning ecologies and trajectories of behavioral health through the pandemic: A latent class growth analysis. 通过大流行的早期学习生态学和行为健康轨迹：一个潜在的阶级增长分析。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-29 DOI: 10.1093/chidev/aacag004

Lily S Fritz, Stephanie M Jones, Nonie K Lesaux

引用次数: 0

Prosociality and aggression of peer group leaders: Relations with social, school, and psychological adjustment in Chinese adolescents. 中国青少年同侪团体领袖的亲社会性与攻击性：与社会、学校及心理适应的关系。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-29 DOI: 10.1093/chidev/aacag057

Jiaxi Zhou, Xinyin Chen, Dan Li, Junsheng Liu, Tong Zhou, Xianguo Han, Minghao Zhang, Shujie Zheng

引用次数: 0

Do students become more likely to see themselves as a "math person" or a "language person" across K-12? Evidence from four U.S. longitudinal datasets. 在K-12阶段，学生是否更有可能把自己视为“数学人”或“语言人”？来自四个美国纵向数据集的证据。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-29 DOI: 10.1093/chidev/aacag069

Sirui Wan, Jing Tian, Siling Guo, Fani Lauermann

引用次数: 0

Closer, but less accurate: Relationship closeness and empathic accuracy in parent-adolescent dyads. 更接近，但不太准确：亲子关系的亲密度和移情准确性。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-25 DOI: 10.1093/chidev/aacag157

Sihan Liu, Lin-Xin Wang, Yujun Wang, Eva J Geiger, Haran Sened, Jutta Joormann, Reuma Gadassi-Polack

引用次数: 0

Peer victimization, school belonging, and epigenetic aging among children of Latino immigrants. 拉丁裔移民子女的同伴受害、学校归属感和表观遗传老化。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-21 DOI: 10.1093/chidev/aacag164

Rebeca Alvarado-Harris, Krista M Perreira

{"title":"Peer victimization, school belonging, and epigenetic aging among children of Latino immigrants.","authors":"Rebeca Alvarado-Harris, Krista M Perreira","doi":"10.1093/chidev/aacag164","DOIUrl":"10.1093/chidev/aacag164","url":null,"abstract":"U.S.-born children of Latino immigrants often begin life with health advantages, yet the developmental conditions that -sustain or erode these advantages remain unclear. Drawing on socioecological and sociocultural perspectives, this study examined whether peer victimization and school belonging in middle childhood predicted changes in epigenetic aging from childhood to adolescence. These associations were compared between children of immigrant and U.S.-born Latina mothers. Future of Families and Child Wellbeing Study data were collected in 2007-2010 and 2014-2017 (N = 341; mean age 9.5 years; 50.7% female). Peer victimization and school belonging were self-reported at age 9, and epigenetic age was estimated at ages 9 and 15 using the Pediatric-Buccal-Epigenetic clock. Among children of immigrant mothers, greater victimization predicted faster aging (β = .57, p = .002), whereas stronger school belonging predicted slower aging (β = -.28, p = .034). Victimization predicted faster epigenetic aging only when school belonging was moderate or high, suggesting that social threat may carry greater biological consequences when children are emotionally invested in school. These patterns were not observed among children of U.S.-born Latina mothers. Experiences of inclusion and exclusion may become biologically embedded, shaping whether early health advantages are maintained or eroded over time.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13677107/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148788878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early-life trajectories of dyadic synchrony among infants developing autism or concerns for ADHD. 发展为自闭症或ADHD的婴儿的二元同步的早期生活轨迹。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-18 DOI: 10.1093/chidev/aacag152

Antonia M H Piergies, Ana-Maria Iosif, Gregory S Young, Devon N Gangi, Amy J Schwichtenberg, Sally Ozonoff, Meghan Miller

引用次数: 0